| dc.description.abstract | This research is a classroom action research that was conducted
collaboratively by the researcher with the English teacher. It used brainstorming
technique to improve the seventh year students’ writing achievement of MTsN
Jember III.
Before doing this research, the researcher had experienced in teaching practice
program (PPL Program) for about three months in MTsN Jember III. During the PPL
Program, the researcher always found students’ difficulties in writing certain texts.
Students faced difficulties in generating ideas. This finding was also supported with
the result of the diagnostic test which showed that the seventh year students had a
problem in generating ideas in writing. Because of this reason the research was
conducted.
To overcome such problem above, applying an appropriate technique in
teaching writing becomes important. The researcher had had a discussion with the
English teacher before using brainstorming in type of clustering as a technique to help
the students generate ideas before they start to write. It was used because
brainstorming is a widely used and an effective way of getting ideas flowing.
Brainstorming technique in type of clustering was an effective and easily introduced
to the students in teaching of writing particularly in generating, developing, and
organizing ideas. In addition, it seems to be a fun activity for the students because the
students make a rough draft of their ideas by drawing balloons of their ideas on their
paper sheet. Brainstorming by clustering can also be helpful for people who like
seeing things in images.
The purpose of this research was to improve the writing achievement of the
seventh grade students of MTsN Jember III in the 2010/2011 academic year by using
brainstorming technique.
The data in this research was gathered by administrating a writing test and by
having observation in the class in each cycle.
The research design was Classroom Action Research (CAR) with cycle
model. Each cycle consists of four stages of activities: planning of the action,
implementation of the action, class observation and evaluation, and data analysis and
reflection of the action.
This research was conducted at MTs Negeri Jember III. The seventh year
students of MTs Negeri Jember III, especially VII-A class, were the research subject
of this research.
Based on the results of the data analysis and discussion, it could be concluded
that teaching writing by using brainstorming technique in two cycles could improve
the seventh year students’ writing achievement at MTsN Jember III in the 2010/2011
academic year. The research also showed that the students who used brainstorming
technique could consistently achieve the target score. The improvement was from
62% in the first cycle to 67% of the research subjects who got score of 65 or more in
the second cycle.
It was also shown that the brainstorming technique was applicable to the
seventh year students. It was supported by the improvement of the results of
observation that was from 62.5% in Cycle I to 75% of the research subject who were
able to use brainstorming technique in Cycle II.
Considering the results of the application of brainstorming technique in this
research, it can be concluded that brainstorming was appropriate technique to
overcome the problem. So, it is suggested to the English teacher to use brainstorming
to teach English to the students, especially to teach writing. | en_US |
